Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria

Litvinova, Anna; Balarabe, Musa; Mohammed, Aisha

doi:10.4236/psych.2015.615197

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…If the situation is good, individuals can say that they overcame the handicap in his ability. The second functions help to deal with the expected weak performance (Litvinova, Balarabe & Mohammed, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…A basic principle of self-handicapping is the principle of discounting and increasing. The principle of deduction refers to the fact that when the individual handicap himself in a particular task and provides an excuse for failure, it reduces the failure rates because of its efficiency and gives it an excuse (Litvinova, Balarabe & Mohammed, 2015). The principle of increase indicates that if success occurs despite the presence of obstacles, it indicates the efficiency of the individual, and the increase is because the good performance occurred despite the existence of obstacles that leads to the promotion of self-esteem has (Wusik, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Self-Handicapping and its Relation to Self-Efficacy Among Yarmouk University Jordanian Students

Atoum

2019

Current Research Journal of Social Sciences and Humanities

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The significant of the current study is evident through limited research on the relationship between self-handicapping and self-efficacy. The study aimed at exploring self-handicapping and its relationship with self-efficacy and some demographic variables among a sample of Yarmouk University Jordanian students. The sample consisted of (793) male and female students at Yarmouk University that was selected randomly. To achieve the objectives of the study, two tools were used; the Rhodewalt (1990) Self-handicapping Scale and Almohsen (2006) Self-efficacy Scale. Reliability and validity indicators were obtained before using the scales. The results showed that self-handicapping among Yarmouk University students was average, and no statistically significant differences in self-handicapping due to gender, specialty and achievement. The results also showed a statistically negative correlation between the scores of self-handicapping as a whole and self-efficacy score and all of its dimensions except the behavioral efficacy dimension.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Handicapping and its Relation to Self-Efficacy Among Yarmouk University Jordanian Students

Atoum

2019

Current Research Journal of Social Sciences and Humanities

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“…A sample of 440 participants completed two questionnaires, Big Five Inventory and Self-handicapping Scale. Analysis of data reveals that significant negative correlation exists between academic self-handicapping and their personality traits-agreeableness, conscientiousness and openness to new experience, while for neuroticism this correlation is positive (Litvinova et al, 2015).…”

Section: Review Of Literaturementioning

confidence: 93%

“…Based on personality traits, another study by Litvinova et al (2015) studied the differences in academic self-handicapping among undergraduate students. A sample of 440 participants completed two questionnaires, Big Five Inventory and Self-handicapping Scale.…”

Section: Review Of Literaturementioning

confidence: 99%

Gender Differences in Personality Traits in Relation to Academic Performance

Khan¹

2021

MJESTP

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The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.

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“…Numerous studies have suggested that a relationship exists between SES and academic self-handicapping behaviors. For instance, (a) students from mothers who have low educational levels, (b) students from single family parents, (c) students from larger families, and (d) last-born in the family show higher levels of self-handicapping behaviors (Dinnel, Hopkins, & Thompson, 2002;Fahey, Keilthy, & Polek, 2012;Litvinova, Balarabe, & Mohammed, 2015;Strickland, 2001).…”

Section: Age Race and Socioeconomic Statusmentioning

confidence: 99%

Factors Affecting Academic Self-Efficacy and Academic Self-handicapping Behaviors in Doctoral Students

Falconer

Djokic

2019

IJDS

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Aim/Purpose: The purpose of this study was to determine to which degree age, race, and Socioeconomic Status (SES) influence academic self-efficacy and academic self-handicapping behaviors in doctoral. Background: Across all disciplines, more than 50% of students who begin a doctoral program do not persist to graduation. Although the issue of student retention and psychological factors have been proffered, much attention has not been placed on this relationship. Past researchers have focused primarily on academic-related, student-related, institutional, and financial factors. Methodology: A quantitative study was conducted, using the exploratory factor analysis. One-hundred and sixty-five participants, of legal age, who had completed at least one semester of a doctoral program, were involved in this current study. Contribution: The findings from this study increase the empirical evidence reported on the scarce literature on student retention and psychological factors in doctoral students. Findings: The factor analysis test did not show a statistically significance between the dependent variables -academic self-efficacy and academic self-handicapping- and any of the independent variables – gender, race, age, and socioeconomic status. Recommendations for Practitioners: Higher education leaders should make a proactive effort to understand the issue of student retention from a psychological perspective and make implementations to reduce these problems for doctoral students. Recommendation for Researchers: Future researchers should explore in-depth psychological variables that contribute to the high attrition rates in doctoral students. Impact on Society: A better understanding of the factors affecting the cognitive strategies and self-constructs of doctoral students could provide those working in academia with a better understanding of the problem and increase awareness at a societal level. Future Research: It is recommended that future research be carried using a mixed methods approach to offset the limitations found in the quantitative strand and gain thick, rich data from the qualitative strand.

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Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria

Cited by 6 publications

References 15 publications

Self-Handicapping and its Relation to Self-Efficacy Among Yarmouk University Jordanian Students

Self-Handicapping and its Relation to Self-Efficacy Among Yarmouk University Jordanian Students

Gender Differences in Personality Traits in Relation to Academic Performance

Factors Affecting Academic Self-Efficacy and Academic Self-handicapping Behaviors in Doctoral Students

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